Session Date
Lesson Topic
Primary and Secondary Colors. Scissor safety and proper scissor use.
Lesson Outline
Project Initiating Activity:
After reading the book Mouse Paint to Emilia, we talked about the following: primary colors, secondary colors, how to show primary and secondary colors using crayons, and how to mix colors using paints and brushes.
Book reference:
Stoll, E.S. (1989). Mouse paint. Clarion Books.
To assess Emilia’s coloring skills, she worked on that skill with jumbo crayons on a Mouse Paint worksheet. There were jars of paint that were ordered like a math equation: red + yellow = orange, and so on. She colored these beautifully and wanted to use paint for the last equation: red + blue = purple. She also completed an activity related to the story: three mice each dancing in a puddle. She colored one mouse red, one yellow, and one blue. Then we did some problem solving: the red mouse was dancing in a yellow puddle, and the puddle turned orange. She understood immediately and was able to complete the rest of the activity. She handled her crayons with skill and had good control over her marking tools. Then she did a color mixing exercise relating to the Mouse Paint book and created a color wheel with primary and secondary colors. She carefully squeezed out equal drops of primary color paint to mix her secondary colors. She also painted primary colors and mixed secondary colors on a separate activity with six white mouse shapes. She handled the brushes and paints well.
To assess skills and practice for Grade K, Emilia practiced safe scissor skills. We reviewed and practiced scissor safety: 1) how to walk safely with scissors, 2) how to safely pass scissors to a classmate, and 3) how to use scissors in a safe manner while honing good cutting skills. She then cut out each of the painted mice. She wanted to keep these separate instead of making a color wheel, so we made a pocket for each mouse to fit into and glued them on a sheet of paper. Emilia kept them in the order of the rainbow: Red, Orange, Yellow, Green, Blue, and Violet. She realized that her name has six letters, and there are three primary and three secondary colors. She wrote the letters of her name in the order of the rainbow on her mouse rainbow sheet.
She also wanted to paint a rainbow mouse and a pink mouse. She enjoyed working with the paints and brushes. I gave her a mouse shaped activity to color, cut out, and assemble.
Music:
While Emilia colored and painted, I had relaxing piano music playing that she said she enjoyed. Then when she was mixing her colors, I played the following songs that we sang along to and held up colors to go along with the music: 1) Primary Colors by Blippi, 2) Primary Colors Song by Gracie’s Corner, 3) So Blue by Baby Walrus & Nursery Rhymes & Kids Songs, 4) Yellow by Baby Walrus & Nursery Rhymes & Kids Songs, and 5) Something Red by Baby Walrus & Nursery Rhymes & Kids Songs. I had a display of flash cards, crayons, and pom poms in red, yellow, blue, green, orange, and purple to look at while the songs played. I also played a variety of kids songs and birds singing. Emilia stated that she did not like to hear the birds singing, but she enjoyed the piano music because it was calming.
It was a fun and productive first day!
National Core Arts Standards Pre K:
VA:Cr1.2.PKa
Engage in self-directed, creative making.
VA:Cr2.1.PKa
Use a variety of artmaking tools.
VA:Cr2.3.PKa
Create and tell about art that communicates a story about a familiar place or object.
VA:Cr3.1.PKa
Share and talk about personal artwork.
MU:Pr4.3.PK
With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).
MU:Re7.1.PK
With substantial guidance, state personal interests and demonstrate why she prefers some music selections over others.
After reading the book Mouse Paint to Emilia, we talked about the following: primary colors, secondary colors, how to show primary and secondary colors using crayons, and how to mix colors using paints and brushes.
Book reference:
Stoll, E.S. (1989). Mouse paint. Clarion Books.
To assess Emilia’s coloring skills, she worked on that skill with jumbo crayons on a Mouse Paint worksheet. There were jars of paint that were ordered like a math equation: red + yellow = orange, and so on. She colored these beautifully and wanted to use paint for the last equation: red + blue = purple. She also completed an activity related to the story: three mice each dancing in a puddle. She colored one mouse red, one yellow, and one blue. Then we did some problem solving: the red mouse was dancing in a yellow puddle, and the puddle turned orange. She understood immediately and was able to complete the rest of the activity. She handled her crayons with skill and had good control over her marking tools. Then she did a color mixing exercise relating to the Mouse Paint book and created a color wheel with primary and secondary colors. She carefully squeezed out equal drops of primary color paint to mix her secondary colors. She also painted primary colors and mixed secondary colors on a separate activity with six white mouse shapes. She handled the brushes and paints well.
To assess skills and practice for Grade K, Emilia practiced safe scissor skills. We reviewed and practiced scissor safety: 1) how to walk safely with scissors, 2) how to safely pass scissors to a classmate, and 3) how to use scissors in a safe manner while honing good cutting skills. She then cut out each of the painted mice. She wanted to keep these separate instead of making a color wheel, so we made a pocket for each mouse to fit into and glued them on a sheet of paper. Emilia kept them in the order of the rainbow: Red, Orange, Yellow, Green, Blue, and Violet. She realized that her name has six letters, and there are three primary and three secondary colors. She wrote the letters of her name in the order of the rainbow on her mouse rainbow sheet.
She also wanted to paint a rainbow mouse and a pink mouse. She enjoyed working with the paints and brushes. I gave her a mouse shaped activity to color, cut out, and assemble.
Music:
While Emilia colored and painted, I had relaxing piano music playing that she said she enjoyed. Then when she was mixing her colors, I played the following songs that we sang along to and held up colors to go along with the music: 1) Primary Colors by Blippi, 2) Primary Colors Song by Gracie’s Corner, 3) So Blue by Baby Walrus & Nursery Rhymes & Kids Songs, 4) Yellow by Baby Walrus & Nursery Rhymes & Kids Songs, and 5) Something Red by Baby Walrus & Nursery Rhymes & Kids Songs. I had a display of flash cards, crayons, and pom poms in red, yellow, blue, green, orange, and purple to look at while the songs played. I also played a variety of kids songs and birds singing. Emilia stated that she did not like to hear the birds singing, but she enjoyed the piano music because it was calming.
It was a fun and productive first day!
National Core Arts Standards Pre K:
VA:Cr1.2.PKa
Engage in self-directed, creative making.
VA:Cr2.1.PKa
Use a variety of artmaking tools.
VA:Cr2.3.PKa
Create and tell about art that communicates a story about a familiar place or object.
VA:Cr3.1.PKa
Share and talk about personal artwork.
MU:Pr4.3.PK
With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).
MU:Re7.1.PK
With substantial guidance, state personal interests and demonstrate why she prefers some music selections over others.
Assignment
N/A
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Emilia demonstrates good problem solving skills and very creative thinking! She is a pleasure to teach and will do well in Kindergarten this year!
Session Hours
2.00
Hours Attended
2.00
Entry Status
Review Status
Student Name(s)
Subject
School